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Eight partners including three university libraries and five regional museums worked together to create the Voices of the Colorado Plateau online exhibit. This site features multimedia exhibits that combine oral history recordings and historic photographs to create a new and engaging online museum experience. Computer and telecommunication technologies were vital in the collaboration, creation and dissemination processes. Collaborative projects among libraries and museums can capitalize on both similarities and differences between these culture heritage institutions. Working in consortia can produce results that cannot be achieved alone. Both number and geographical separation of the partners in this project represent a unique level of cooperation and integration. The extensive use of oral history in a multimedia museum exhibit is also unique to this project.

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

We present an overview of research on spillover effects within firms and introduce a classification of the literature. We divide spillovers into either technological or social in nature. In our classification, a technological spillover is one in which an agent rationally responds to a cue in the workplace that does not rely on the identity or characteristics of a coworker. Social spillovers, on the other hand, may be thought of as arising from the social preferences of an individual or social norms established in the organization.

Relationship development is required for any group working together. As members coordinate to accomplish tasks, some level of relationship is created through interaction between group members. However, most group development models focus on task accomplishment and may briefly address relational concerns. Communication research has furthered our understanding of group relationship development based on communicative changes that demonstrate emerging relationships among members. This chapter summarizes research on relationship development in groups. First, the chapter reviews research on group relational messages and relational outcomes. Second, the chapter outlines a framework for explaining group relationship development based on group interaction and development research. Four progressive stages (investigating, initiating, integrating, and interconnecting) are presented that show the communicative changes in group relationship development. Investigating focuses on testing boundaries and getting to know members, while initiating highlights how members become more direct about individual goals and handle conflict. During integrating, members shift to a group mind and tentatively form relationships with members, whereas interconnecting is a sense of we-ness among members and the use of shared group symbols. Future research directions for relational development and the four stages are presented at the end.

Father involvement is a salient predictor of children’s development and recent studies suggest that African American fathers who are highly involved across infancy and toddlerhood have children who enter school better prepared to succeed. Little is known, however, about the specific dimensions of fathering (e.g., language stimulation) that contribute to the positive development of African American children during the early childhood period. Even less is known about psychological and contextual barriers to positive father involvement among African American men with very young children. The first part of this chapter briefly reviews empirical research that has delineated links between multiple dimensions of father involvement and child development in African American families. The second part of the chapter explores emerging evidence on the associations between fathers’ psychological functioning, father involvement and child development, and concludes with suggestions for future research, practice, and policy.

This article provides a historical literature review and exploratory descriptive case study of one U.S. Federal agencyʼs efforts to design an appropriate government-wide leadership development curriculum for incumbent top or senior civil servants. The U.S. Federal Executive Institute was founded in 1968, it spans the 20th and 21st centuries, it illustrates changes in the compact that exists between government and its top civil servants over time, and it illustrates challenges this agency confronts addressing the task of interagency leadership development. The main findings are three continuities and three discontinuities between curriculum development then and now. Conclusions outline issues for future interdisciplinary research to inform the intellectual roots for 21st century curricula aligned to emerging roles and the challenges top career executives actually confront.

The notion of “inclusive education” represents a dilemma in terms of universalization and particularization of the educational experience for all children. This notion, and dilemma, also translates into the international space, with “inclusive education” situated within the international human rights agenda in places such as the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Despite its prominence as a universal human rights topic, inclusive education is also a deeply and richly contextualized, localized, and relational phenomenon. In this chapter, the authors aim to explore current trends in research and practice of inclusive education from a comparative and international perspective, and offer some potential future directions for research and practice on inclusive education.